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Compliance to a 180-Days Non-Negotiable Contact Time for Teaching and Learning

Pursuant to DepEd Order No. 23, s. 2016 entitled School Calendar for School Year 2016-2017 and amended by DepEd Order No. 29, s. 2016, public and private elementary and secondary schools are directed to strictly observe the 202 school days in which 180 days are non-negotiable contact time for teachers. Moreover, the physical presence of school heads in their respective schools to ensure quality of school operation and actual teaching-learning is enforced in the same issuance.

The 202 school days are exclusive of the five-day In-Service Training (INSET) break for teachers and semestral break for students. The semestral break shall be observed to evaluate individual teachers and their collective performance as well as to conduct In-Service Training (INSET) activities in support of their continuing professional development. Hence, no locally-initiated and/or non-government organization-funded INSET for teachers will be allowed during school days.

Enclosed to DepEd Order No. 23, s. 2016 are the different school events and other activities, observances mandated by law, events and activities which pertain to DepEd personnel for everyone’s guidance. Schools may observe national and local celebrations/activities and holidays other than those indicated in the enclosures but they have to ensure that the total number of school days are not compromised.

Conduct of make-up classes are henceforth recommended to compensate for school days spent for activities that are deemed beneficial to teaching and learning and as replacement for class cancellations due to occurrence of natural and man-made calamities. A mechanism for having make-up classes must be agreed upon by the school heads and parents.

Mark Anthony Llego

Mark Anthony Llego, hailing from the Philippines, has made a profound impact on the teaching profession by enabling thousands of teachers nationwide to access crucial information and engage in meaningful exchanges of ideas. His contributions have significantly enhanced their instructional and supervisory capabilities, elevating the quality of education in the Philippines. Beyond his domestic influence, Mark's insightful articles on teaching have garnered international recognition, being featured on highly respected educational websites in the United States. As an agent of change, he continues to empower teachers, both locally and internationally, to excel in their roles and make a lasting difference in the lives of their students, serving as a shining example of the transformative power of knowledge-sharing and collaboration within the teaching community.

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